Reflections+of+Leadership+for+Accountability+5333


 * Reflections of Leadership for Accountability 5333**

Our site-based decision making team consisits of one teacher representing 3rd through 5th grade teachers, one teacher representing k-2nd grade teachers, assistant principal and principal. Non-staff members include ones PTA board member and a business owner of a local tutoring center. Although, I did interview a member of the site-based decision making team, I was also a member of the team for two years. The team meets twice a year, once in the fall and again in the spring. The meeting in the fall reviews and adjusts the campus improvement plan from the previous year. In the spring the team revisits the CIP to see if goals were met, discuss possible goals for next year, and discuss ways to meet unmet goals. The team is broken up into groups and each group anaylzes a different portion of the CIP. I was surprised from both interviewing a member and be a member myself, how very different the perspectives are between faculty and nonfaculty members. Often times the assistant principal or principal has to stop dicussions to explain to nonfaculty members ways in which our goals are being met. The CIP seems to be written where it’s easy for educators to understand, but may not be as easy to understand to noneducators. After the professional development was planned and implemented acoording to the application assignment, the next step would be to plan a few times for the staff to meet and discuss what’s it working and what is being implemented in individual classrooms. Lesson plans as well as walk throughs would be observed to assess implementation. This would also be another way to provide ongoing feedback. Commended writing scores would also be analyzed at the end of the the two years of the implementation process to look for growth. 4th grade teachers would also be asked to analyze commended writing score from other campus’ with higher commended scores. They would be asked to report back to 2nd and 3rd grade teachers and create mini-lessons that could be applied during writing instruction. Teachers’ would also be encouraged to attend workshops offered with in the district as well as workshop’s offered by region10. The professional development assignment in this course was beneficial to me because as a 4th grade writing teacher it was applicable to my current teaching experience. How is it our campus can have the highest scores in the district in all areas except for writing? What instructional strategies are being implemented in grades k-3 in the area of writing? ||
 * **New Information Obtained**
 * Information Learned from Colleagues**
 * How the Assignment Could be Implemented**
 * Personal Experience**
 * Puzzling Questions?**